The Gendered Hidden Curriculum of Adventure Education

Warren, Karen; Mitten, Denise; D’Amore, Chiara; Lotz, Erin

doi:10.1177/1053825918813398

Cited by 39 publications

(25 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…PPG participants finally understand soft skills based on their respective abilities and experiences. So, it is true that the hidden curriculum allows unequal acceptance and understanding of participants (Warren et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

A.¹,

Suyanto²,

Arifi³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align:justify">Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.</p>

show abstract

Section: Discussionmentioning

confidence: 99%

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

A.¹,

Suyanto²,

Arifi³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…As a subset of critical race theory, Frankenberg (1993) provides a framework, "whiteness," to examine the systemic privileges and unquestioned central, and seemingly neutral, position of White people in outdoor recreation, outdoor education, and in Canadian society as a whole. Yet, only recently have researchers attempted to move toward applying anti-oppression and anti-racism theoretical frameworks to critically examine the ways in which Whiteness and White hegemony are perpetuated and reproduced in the context of outdoor recreation (Kivel et al, 2009;Laurendeau, 2020) and outdoor education (McLean, 2013;Mullins et al, 2016;Newbery, 2012;Warren et al, 2019).…”

Section: Review Of Literaturementioning

confidence: 99%

Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

Gauthier

Joseph

Fusco

2021

Journal of Experiential Education

View full text Add to dashboard Cite

Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and resist codes of Whiteness, and (c) curricular documents and practices promote Eurocentricity and erase Indigeneity. Implications: OEE presents an opportunity for students preparing to become workers and educators in sport and recreation to learn about Whiteness, racialization, and Indigeneity. Kinesiology program design can use student narratives to shift from supposedly neutral curricular documents and pedagogies to ones that expose and work toward dismantling Eurocentricity.

show abstract

“…They describe CMGs as individuals whose identity, educational experiences, and civic experiences intersect (Bringle et al, 2011). Other research has pointed to the importance of understanding how certain aspects of identity (e.g., gender identity) are processed by the individual during the change process (Rogers & Rose, 2019; Warren et al, 2019). For instance, Warren et al (2019) uncovered a gendered hidden curriculum that promoted ideas of sexism and gender roles in how students received messages about outdoor experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Gendered Meanings of Leadership: Developing Leadership Through Experiential Community-Based Mentoring in College

Pascale

Ohlson

2020

Journal of Experiential Education

View full text Add to dashboard Cite

Background: Employers consider strong leadership skills among highly desirable qualities for new hires. To meet the needs of today’s complex workforce, colleges and universities have increased opportunities for experiential learning for students. However, it is not known how students make meaning of these experiences in context with their personal backgrounds and experiences. Purpose: This study examines how women and men in college make meaning of leadership and leaders through experiential community-based mentoring participation. Methodology/Approach: A two-step qualitative content analysis of reflective journals, with a sample of 20 students utilizing the constant comparative method, is used to generate overarching themes. A second qualitative analysis compares how men and women understand leadership differently. Findings/Conclusions: Findings reveal that, despite a shift in the leadership literature away from hierarchical or trait models toward transformational, relational models that are typically more inclusive of women, our participants still made meaning of leadership and leaders in ways that were more closely aligned with antiquated understandings of leadership. Implications: Recommendations including use of experiential learning as a tool to intentionally increase leadership development and efficacy for women and men in college are discussed.

show abstract

The Gendered Hidden Curriculum of Adventure Education

Cited by 39 publications

References 31 publications

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia

Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

Gendered Meanings of Leadership: Developing Leadership Through Experiential Community-Based Mentoring in College

Contact Info

Product

Resources

About